Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)

Information and Communication Technology Facilitated Parenting for Attention Deficit Hyperactivity Disorder

Authors
Jieru Bai1, *, , Xuelian Chen2, , Yining Zhu3,
1Faculty of Education and Human Development, The Education University of Hong Kong, Tai Po, New Territories, Hong Kong
2Faculty of Education, Monash University, Melbourne, Victoria, Australia
3School of Pre-School Education, Shanghai Normal University, Shanghai, China

Those authors contributed equally.

*Corresponding author. Email: s1123327@s.eduhk.hk
Corresponding Author
Jieru Bai
Available Online 1 June 2022.
DOI
https://doi.org/10.2991/assehr.k.220504.066How to use a DOI?
Keywords
Information and Communications Technology; Parenting; Attention-Deficit/Hyperactivity Disorder; Mindfulness; COVID-19
Abstract

Information and Communications Technology (ICT) has become an important resource of child-rearing. More and more new parents are reported to adopt online platforms to seek parental support. Multiple researchers have reported positive effects of interventions in Attention-Deficit/Hyperactivity Disorder (ADHD) adopting ICT. Nevertheless, a review about the articulation of ICT use in parenting for children aged 3-12 years old with ADHD is currently lacking. Therefore, this paper aims to investigate how ICT promotes the interventions of ADHD children in early childhood. ICT can facilitate parenting. Especially videoconferencing-related ICT interventions were considered as both more effective and accessible during the COVID-19 pandemic. Besides remote interventions, ICT can also be used for moment-to-moment measurement of interactions between parents and children. It was reported that the ICT also successfully facilitated interactions between parents and children with ADHD. Key factors that affect the effectiveness of ICT interventions were concluded in this paper, which are program intensity, program completion, level of severity in ADHD, and parental self-efficacy respectively. Direct use of ICT interventions in ADHD children and parental support can be implemented jointly to maximize the treatment outcomes, especially in improving children’s working memory performance. Implications of ICT interventions in ADHD were also provided for parents and researchers accordingly. Future research could further explore the long-term effect of ICT interventions for children with ADHD. This understanding might contribute to the design of the forthcoming online parenting resources and interventions for ADHD.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

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Volume Title
Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
1 June 2022
ISBN
978-94-6239-580-0
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.220504.066How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article distributed under the CC BY-NC 4.0 license.

Cite this article

TY  - CONF
AU  - Jieru Bai
AU  - Xuelian Chen
AU  - Yining Zhu
PY  - 2022
DA  - 2022/06/01
TI  - Information and Communication Technology Facilitated Parenting for Attention Deficit Hyperactivity Disorder
BT  - Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022)
PB  - Atlantis Press
SP  - 355
EP  - 361
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220504.066
DO  - https://doi.org/10.2991/assehr.k.220504.066
ID  - Bai2022
ER  -